Presentation on theme: "Beginning Oral Language and Vocabulary

Development"— Presentation transcript:

1 Beginning Oral Language and Vocabulary Development
This publication is based on Kindergarten Teacher Reading Academy, ©2002 University of
Texas System and the Texas Education Agency, which has been reprinted and modified with
their permission.1

2 Oral Language and Vocabulary Development

“Research consistently demonstrates that the more children know about language the
better equipped they are to succeed in reading.”—Burns, Griffin, & Snow, 1999, p. 8Oral
language involves both speaking and listening and includes vocabulary
developmentChildren need opportunities to engage in frequent conversations—to talk and
listen to responsive adults and to their peers

3 Essential Language Systems

PhonologyVocabularyThe basic sound units of languageKnowledge of words and their
meaningsGrammarPragmaticsSystem for combining words into phrases and sentences that
make senseAppropriate use of language to communicate effectively (includes extended
discourse)

4 The Language-Literacy Connection

Oral LanguageReading and WritingAlphabetic principle (how sounds in spoken words are
represented by letters in written words)PhonologyListening comprehensionWord
recognitionReading comprehensionVocabularyListening comprehensionReading
comprehensionGrammarListening and reading comprehensionWritten
compositionUnderstanding what teachers sayPragmatics

5 Features of Oral Language

Typical five-year-olds are learning:VocabularyPragmatics (extended discourse skills)Oral
Language Accomplishments

6 A Language-Centered Classroom
TeachersEngage children in extended conversationsEncourage children to tell and retell
stories and eventsDiscuss a wide range of topics and word meaningsUse new and unusual
wordsAsk open-ended questionsGive explicit guidance in vocabulary, grammar, and
pronunciationEncourage language playChildrenExplore and experiment with languageName
and describe objects in the classroomAsk and answer wh- and how questionsHear good
models of language useDiscuss topics of interest to them

7 Grouping for Instruction

Provide many opportunities for children to interact with:Teachers and other adultsEach
other one-on-one, in small groups, and in the whole groupProvide activity settings that
incorporate a variety of grouping formats to encourage more language and literacy-related
interactions.
8 Vocabulary Development
Generate interest in new wordsRelate new words to children’s personal experiencesHelp
children make connections and attach meanings to new words and concepts that go beyond
a label or definition

9 Explicit Vocabulary Instruction

Naming:Name objects related to themeName objects by categoryName objects by
attributesDescribing:Name object and its categoryDescribe object’s function(s)Describe
object’s attributesCompare with other objectsBuild vocabulary and descriptive
skills.Adapted from Neuhaus Education Center, Bellaire,Texas

10 Diverse Experiences Scaffold

Adjust instruction to account for the differences in children’s knowledge and
experiences.ScaffoldTeacherAmount of SupportIndependentIntroducedLearnedKnowledge

11 Scaffolding Children’s Language

Model the use of extended languageUse questions and prompts (or cues)Restate and
expand ideas using new vocabulary and sentence patternsRequest clarification and
elaborationPromote questions among childrenProvide feedback to encourage, explain, and
evaluate responses

12 Progress MonitoringMonitor oral language development by listening to individual

children’s languageAdapt instruction to meet individual needs

13 Remember . . .

14 VocabularyThis publication is based on the K-2 Teacher Reading Academy, ©2002

University of Texas System and the Texas Education Agency, which has been reprinted and
modified with their permission.1

15 Vocabulary“. . . vocabulary is the glue that holds stories, ideas, and content together
making comprehension accessible for children.”—Rupley, Logan, & Nichols, 1998/1999, p.
339

16 Four-Square Vocabulary Map

Survey of KnowledgeFour-Square Vocabulary MapWhat are someexamples?Word(Picture
can be added)What is it?What is it like?

17 VocabularySpeakingListeningWritingReading

18 What We Know from Research

Students develop vocabulary through:wide readingexplicit vocabulary instruction— reading
a lot— reading different types of texts— focusing on specific words and their meanings

19 Planning Vocabulary Instruction

Before reading, select specific words to teach:Preview the passageList words that you
predict will be challenging for your studentsPrioritize these words by their importance
20 Explicit Vocabulary Instruction Includes . . .
Expanding word knowledge through definitions and contextsActively involving
studentsTeaching independent word-learning strategies

21 Expanding Word Knowledge

Vocabulary WordsDefinitions(what words and word parts mean)Contexts(how words are
used)Reword definitions and analyzeCreate sentences or stories using new
vocabularySynonymsExamplesDiscuss multiplemeaningsAntonymsNon-examples

22 Actively Involving Students Concept-of-Definition (Word) Maps

Help students make connectionsConcept-of-Definition (Word) MapsSemantic
MappingGraphic OrganizersContent Word Walls

23 Content Word WallsServe as a review of key concepts and spellings of content-related

words and word parts (morphemes)Encourage students to use the newly-learned words in
their reading, writing, and speaking across content areas

24 Activity Find the Content Word Wall Planner (Handout 5)

Work in groups of two or threeComplete one of the word walls:Decide on a content
areaChoose a topic and create a word listInclude two vocabulary-building activities

25 Engage in Lively Discussions

Discussions of words and related concepts help students:Learn meanings of words and word
partsModel analysis of words from word partsMake connections between concepts and
words(morphemes)

26 Word Consciousnesshelps students develop a deeper understanding of wordspromotes

an understanding of how words and concepts are related across different contextsAn
awareness of and interest in words and their meanings . . .

27 Teaching Independent Word-Learning Strategies

how to analyze meanings of word parts in multi-syllabic wordshow to determine the
meaning of words based on their contexthow to look up unknown wordshow to read and
understand a dictionary entryhow to recognize and use information about word parts to
determine meaningModel and help students learn . . .

28 Stop and Think About It Materials:

“Stop and Think About It: Vocabulary Development” handoutTeacher’s Edition of your
reading programDirections:Select one of the stories in your Teacher’s EditionComplete the
chart

29 Monitoring Students’ Progress: Vocabulary Knowledge

Students know words to varying degreesThree Levels of word
knowledge:EstablishedAcquaintedUnknown

30 Remember . . .Explicit vocabulary instruction “can deepen students’ knowledge of word

meanings” to help them “understand what they are hearing or reading” as well as “help
them use words accurately in speaking and writing.”—National Institute for Literacy, 2001,
p. 36